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All Journal Indonesian Journal of Science and Mathematics Education M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Progresif
Harahap, Putri Ardhanita
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Education Mathematics

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Analyzing the Mathematical Critical Thinking Skills of High School Students in Arithmetic: A Gender Differences Harahap, Putri Ardhanita; Dewi, Rivani Adistia; Purniati, Tia
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1142-1156

Abstract

Analyzing the Mathematical Critical Thinking Skills of High School Students in Arithmetic: A Gender Differences. Objective: The purpose of this investigation is to evaluate the mathematical critical thinking abilities of senior high school pupils in the field of arithmetic in relation to gender. In particular, it examines the critical thinking patterns of male and female pupils at varying ability levels (high, medium, and low) using four primary indicators: interpretation, analysis, evaluation, and inference. Methods: A qualitative descriptive methodology was implemented. A purposive selection of six tenth-grade students was made from a pool of 31 participants based on the results of an initial critical thinking test. These six pupils represented all three ability categories and both genders. Critical thinking essay assessments, semi-structured interviews, and classroom observations were implemented to accumulate data. The data was analyzed using source triangulation, reduction, and categorization in accordance with Facione's indicators. Findings: The findings indicated that female students exhibited more systematic and circumspect approaches, which led to their success in interpretation and analysis. In contrast, male pupils were more responsive but less meticulous and reflective. In terms of evaluation, the majority of students in all categories did not assess their work, which suggests that they have inadequate metacognitive abilities. Despite the fact that their final answers were accurate, numerous students were unable to articulate explicit conclusions regarding inference. High-ability students exhibited strategic planning and reflective thinking, whereas low-ability students relied on procedural and rote-based methods. Conclusion: The study emphasizes the significance of instructional strategies that are responsive to ability and gender. Integrating mathematical communication, reflection, and explicit training in evaluation and inference are critical components of effective teaching strategies that promote the development of critical thinking. According to the results, female students are more structured and reflective, whereas male students are more evaluative but less quickly. The necessity of instructional designs that are consistent with the unique characteristics of students is suggested by the fact that these differences are influenced by cognitive styles, confidence levels, and learning patterns. Keywords: mathematical critical thinking skills, high school students, gender.
A Study Of Differences In Mathematical Reasoning Among Junior High Students With Field Independent And Field Dependent Cognitive Styles Marjud, Fujiama; Hasanah, Aan; Lukman, Lukman; Harahap, Putri Ardhanita
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 4 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i4.1049

Abstract

Mathematical reasoning plays a vital role in helping students understand concepts, identify patterns, and solve problems effectively. This study aimed to investigate whether students with Field-independent (FI) and Field-dependent (FD) cognitive styles exhibit significant differences in their mathematical reasoning abilities. To examine the variation in students’ reasoning skills according to their cognitive styles, a quantitative approach using a comparative method was employed. After a preliminary test of homogeneity of variances using Levene's Test, which produced a significance value of 0.820 (> 0.05), Data were analyzed using an Independent Samples t-test. The results indicated that the assumption of equal variances was met, thereby validating the use of parametric analysis. The t-test revealed a statistically significant difference between the two cognitive style groups, with a t-value of 3.232, 40 degrees of freedom, and a significance level of 0.002 (< 0.05). In terms of mathematical reasoning, students identified as FI performed better than those classified as FD. This finding suggests that while FD learners tend to rely more on external cues and structured guidance when solving problems, FI learners are generally more analytical and able to process information independently. The findings also suggest that pupils' capacity for mathematical reasoning is significantly influenced by their cognitive style. These results emphasise the necessity of varied teaching strategies that take into account both learning styles from a pedagogical standpoint. Teachers can build more inclusive, balanced, and productive mathematics learning environments by incorporating exploratory, Problem-based tasks are more suitable for FI learners, whereas structured instructional approaches better support FD learners.
Praxeological analysis of measures of central tendency in grade VIII mathematics textbooks: Identifying learning obstacles and improving task presentation Dewi, Rivani Adistia; Harahap, Putri Ardhanita; Juandi, Dadang; Turmudi, Turmudi
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 1 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i1.26808

Abstract

Students continue to experience difficulties understanding measures of central tendency, and the way statistical tasks are presented in textbooks may contribute to these difficulties. However, studies examining textbook task presentation from a praxeological perspective remain limited. This study aims to analyze the presentation of measures of central tendency in Grade VIII mathematics textbooks using a praxeological framework and to propose improvements to minimize students' learning obstacles. This study employed a qualitative, praxeological approach to examine the textbook's task presentation. The findings indicate that several tasks have the potential to generate ontogenic, didactic, and epistemological obstacles, arising from the absence of prior conceptual explanations, inaccuracies in visual representations, and insufficient connections between different forms of data representation, which may limit students’ conceptual understanding and encourage procedural reasoning. These findings imply that teachers need to provide additional conceptual support when using textbooks. In contrast, textbook authors and curriculum developers should design tasks that are conceptually structured, use accurate representations, and include gradual transitions between different forms of data to better support students' understanding.
Co-Authors Aan Hasanah Dadang Juandi Dewi, Rivani Adistia LUKMAN, LUKMAN Marjud, Fujiama Tia Purniati Turmudi